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Hints on How to Teach 

Beginners, Geography, 

Language, History, 

Grammar, Penmanship, 

Reading, Drawing, 

Orthography, and 

Arithmetic, Vocal Music, 



QUOTATIONS, PITHY AND CHOICE, 
L , ^^^ From Slassigal ixiaiBRATURE. 

^ LETTIE NOLEN CALLOWAY. 



/ C 
PUBLISHEI] BY ^ Q 
THE CDLDRED TEACHERS' iiEENC 
WiiSHINDTDN, D. C. 









Copyrighted, 1893, 

BY 

Lettie Nolen Calloway 



^OO 



r i 



Pf^BPAGE, 



rpHIS book written with modest pretensions is 
sent forth to teachers as a work of love by 
the author with the hope that those teachers 
especially who are young in the profession 
and those whose good fortune it may not 
have been to attend schools where Normal 
training is given, may find in its pages something 
useful, a little morsel of food for thought, a sug- 
gestion, a hint. The author makes no claim 
for anything new^ or original in her work. Her 
labor has been to gather together such truths 
as all the older workers of this noble profession 
have found to be the " Royal Path " to success. 
Many things might have been added or the 
subjects enlarged, but to have increased the 
work the plan would have been destroyed. 



PRESS OF 
BYRON S. ADAMS. 



Seael^ip^, 



NEXT in importance and nobility of calling to 
him who fills the pulpit comes the one who 
stands behind the desk. Next to the feeding 
and inspiring of souls with Divine love, comes 
the feeding and inspiring of minds with intel- 
lectual food. 

What a blessed mission it is to be able to 
influence and lead into proper channels the 
ideas of people ! To no one is this opportunity 
so presented as to the teacher. Contemplate the 
fact that in your school room there are little 
ones whose ideas and actions are to take color 
from yours, or perhaps, older ones whose 
thoughts have strayed into wrong channels and 
must be directed by you to higher aims and 
views. What a field of labor ! What a respon- 
sibility ! You cannot spend too much time or 
energy in preparing yourself for this work. 

This little book can not go into details on 
methods, but aims to give such hints as will 
lead teachers to exert themselves to do the best 
service of which they are capable, and make of 
themselves teachers of schools not " keepers.'' It 
has been said that many who hold positions as 



6 

• 

teachers make their salaries the chief study 
and aim, rather than their work. They are 
said to be " keeping " school, not teaching. 

Do not allow yourselves to fall into a rut, to 
become set in your methods. Read various 
authors on Methods and keep up with the 
times by reading educational journals and 
attending institutes and associations. One of 
the best institutions of our country is that of 
holding teachers' institutes in the various States, 
counties and cities where teachers meet and 
discuss methods and plans of work. 

The aim of all intellectual training for the 
mass of the people should be to cultivate com- 
mon sense, to qualify them for forming a sound 
practical judgment of the circumstances by 
which they are surrounded. 

(John Stuaet Mill.) 

" Ignorance is the curse of God ; knowledge 
the wing wherewith we fly to heaven." 

The object of education is not external show 
and splendor, but inward development. 

(Seneca.) 

Head and heart constitute together the being 
of man, and he who is sound in one only, is a 
cripple. — (Stoky.) 



^cr)00l fe[0V^ei?r)rr)er)f. 

< ' TTE who would govern others, first should be 

-n. master of himself." A teacher who has not 
learned to control himself cannot expect to be a 
success in governing others. 

First impress your pupils with your dignified 
bearing and self-control. It is not necessary or 
desirable to be stern or haughty. Let your 
heart be full of love for them and your work, 
and let the pupils see this looking through the 
windows of your soul. How quickly a child is 
impressed by the expression of the eye ! 

Aim to secure the respect and love of each 
child and you will find that most of your 
energy is not exhausted on school government. 
Correct a child by looks and words and if that 
is not suflBcient adopt means of punishment. 
Corporal punishment should rarely, if ever, be 
employed. It was Page who said, ** There are 
usually easier avenues to the heart than that 
which is found through the integument of the 
body." Never punish a child in anger or ))e 
too hasty to inflict punishment. 

It is not a good idea to have a long list of 
rules by which to govern your school, with the 
penalty for each ascribed. Cases will arise in 



which circumstances will necessitate exceptions 
being made and these cases will not always be 
understood by your pupils, thus placing you in 
an unfortunate position. 

Secure the co-operation of your older pupils 
and they wdll aid you in maintaining order on 
the school ground. 

The aim of your discipline should be to 
produce a self-governing being, not to produce 
a being to be governed by others. 

(Herbert Spencer.) 

Morality, learning, thought, business, success 
— the master of himself can master these. 

(Charles Buxton.) 

It is the teacher's character that determines 
the character of the school ; not w^hat he does so 
much as what he is. — (J. Currie.) 

" A smart reproof is better than smooth 
deceit." 

" Better bend than break." 

" The head truly enlightened will presently 
have a wonderful effect in purifying the heart." 

"To be proud of learning is the greatest 
ignorance." 



H^e(a:cr)ir)q j^eqir)r)ei?s. 

MANY of our teachers still cling to the old 
method of teaching beginners. This is due 
to their own early training and narrow scope of 
experience. If they know of the Word Method 
they consider it impossible to teach it success- 
fully to any class of children except such as you 
find in our city schools ; and the Phonic Method 
is by them yet a lesson to be learned. It is 
the children of the rural districts who find it 
hardest to learn the alphabet in its order, as 
taught by the old method, for their faculty of 
memory is not so well disciplined as the city 
child's, and is consequently not so retentive. 

A teacher should not be subject to the Word 
Method, alone, or the Phonic Method, or any 
one method, but by a judicious use of the vari- 
ous methods more can be accomplished. 

All teaching with beginners so far as possible, 
should be by means of object lessons. Show 
the child an object, have him give its name, 
uses, of what made, etc. Then show him the 
word which represents the name of that object, 
showing how it is made up of different sounds, 
and in the meantime he can be taught the 
names of the letters. In this way the child be- 



10 

comes interested, and he soon learns to think 
for himself. Do not stop with what the child 
knows already of the object, but lead him to 
find something new. For instance, take a chair. 
The child knows its name and use but perhaps 
does not know the use of its various parts, the 
legs, rounds, rockers, etc. " To learn is to pro- 
ceed from something known to something un- 
known." 

Take the subject of color. Teach the three 
primary colors, red, yellow and blue. One of 
the most successful objects to use is a cardboard 
on which are painted the colors. Then teach 
the secondary colors, and how they are formed 
by mixing the primary colors. For this it will 
be well to have the paints in tubes, such as ar- 
tists use, and have the pupils mix yellow and 
blue producing green ; red and yellow producing 
orange, and so on. 

Other subjects can be taken up in the same 
way. 

Forms such as squares, triangles and spheres 
can be taught by means of wooden or pasteboard 
objects. Also the names of stones, and some- 
thing of the formation of rocks ; the bones of 
the body, its different parts, and hygiene ; 
names and parts of flowers, and how they grow ; 
— all will form interesting subjects for the little 
ones, and can be put into such simple form that 



11 

they can easily grasp it with their eager Uttle 
minds. 

For advanced classes it is best to teach these 
lessons by means of topics which you can make 
out and have the class copy and learn. 

The advantage of teaching by object lessons 
is, it cultivates attention, trains the pupils to 
think, gives interest to study, disciplines the 
memory, inspires imagination and develops the 
pupils' language. Object lessons should be em- 
ployed as far as possible in teaching every 
branch of study even among the advanced pupils. 

What men want is not talent, it is purpose ; 
not the power to achieve, but the will to labor. 

(Bulwer-Lytton.) 

" By ignorance is pride increased. They most 
assume who know the least." 

" Lay broad and deep the foundation upon 
which you would build a useful career." 

" Who labors long may be allowed to sleep." 

" Experience joined to common sense 
To mortals is a Providence." 

" Nothing is impossible to a willing mind." 



12 



Jj0:r)(2fU(2[qe 0:r)el ferp0:rr)rr)<2fP. 

THE way to learn to talk is by talking. Train 
the children in conversation to employ 
proper words and correct forms and thus it will 
come natural for them to talk according to the 
rules of their text books. 

With beginners no text book should be used. 
Begin by reading or telling them stories which 
you require them to tell again to you noting the 
language they use. You must be careful that 
your own language is correct, enunciation and 
pronunciation good, for they will take you for 
their ideal or model. 

Later you can have the little ones instead of 
telling the stories write them, and you carefully 
correct each, calling attention to the corrections 
before the class at the same time telling why it 
is wrong. Thus they will be learning the rules 
of Grammar. The foundation' words may be 
taught, such as subject, predicate, noun, verb, 
etc., later their classes, modifications, proper- 
ties and so on. Diagram and analysis should be 
taught from the beginning. Technical Gram- 
mar should be interwoven with language 
lessons and composition. 

In advanced classes require your pupils to 



13 

write much as well as the beginners, for " Ex- 
pertness in speech comes not from rules, but 
from practice." 

Keep in mind that it is the purpose of 
Grammar to teach how to write and speak cor- 
rectly, and this cannot be accomplished by 
devoting the greater part of the time to pars- 
ing, as did our teachers of the old class. For 
your advanced classes select for analyzing and 
diagraming sentences from choice literature and 
bring out points in Ehetoric and Literature 
whenever you can. 

Especially would I emphasize the impor- 
tance of teaching your pupils to properly 
ai^range letters. Letter-writing is a sore need 
in our common schools. So few can write 
an intelligible friendship letter, much less 
a business letter. Teach them how to arrange 
a letter — its heading, date, address, body 
and superscription — and how to address an en- 
velope. Have them write friendship letters 
and business letters until you get from them 
neat, intelligent letters. 

Raub in his " Methods of Teaching " says : 
Rise above the text book. Be original, teach 
something beyond — no text book can cover 
one-fifth the ground." 

Language is the sheath in which is kept the 
sword of the mind. — (Luther.) 



14 



l\e0:(a: 



93' 



FOR text books in reading choose those that 
have good selections, stories in which the 
children will be interested. It is a .boon that 
the classics and books of history are now being 
made simple enough to be used as text books. 
It is well to take clippings or short stories in 
class to be read. 

The teacher can bring out many historical 
and biographical facts in connection with the 
reading lesson. Encourage the students to give 
definitions in their own terms. You will find 
it more satisfactory than requiring them to com- 
mit Dictionary definitions. 

It will be helpful to have all the members of 
the class except one close books and this one 
read to the class. This gives practice in read- 
ing to others and in listening to another read ; 
which practice many need. 

It is also a good exercise to have the class 
spend a few minutes in silent reading, for it is 
surprising how many pupils there are who are 
unable to read in silence and at the same time 
grasp what they read. In days distant it was 
a sign to the pedagogue that all were studying 



15 

\vhen each voice could be distinctly heard and 
when the school room was one constant murmur. 
Concert reading is helpful in many ways and 
good concert reading is not the easiest thing to 
accomplish. The greatest objection to it is that 
it destroys the natural expression and institutes 
in its place a monotonous tone. 

Learn to read slow ; all other graces will fol- 
low in their proper places, — (William Walker.) 

Eeading maketh a full man, conference a ready 
man, and writing an exact man. — (Bacon.) 

"The bright days of youth are the seed time. 
Every thought of the intellect, every emotion of 
the heart, every word of your tongue, every 
principle 3^ou adopt, every act you perform, is a 
seed whose good or evil fruit will prove the 
bliss or bane of vour after life." 



" Have more than thou showest, 
Speak less than thou knowest, 
Lend less than thou owest. 
Learn more than thou trowest." 



16 



'pfr)©qp(2[pr)y. 



IN teaching Orthography too much attention 
' and drill can not be given to the sounds of 
the letters. Recitations in this branch of study 
should be written, enlivened occasionally by 
spelling matches. To give exercise in pronun- 
ciation, have the class pronounce the words of 
each lesson in advance. In the lower classes 
let the words be pronounced by the teacher 
then by the pupils. 

Apply the rules of Orthography as often as is 
necessary to teach them to the pupils. It is 
well to bring into class difficult words and 
words that are exceptions to the rules. Have 
them study synonyms. 

Teach the etymology of words, from what 
derived, and so far as possible why so called. 
This will call into frequent use the Dictionary 
and Encyclopedia. 

" Mount up the heights of wisdom 

And crush each error low, 
Keep back no word of knowledge 

That human hearts may know ; 
Be faithful to thy mission 

In the service of thy Lord, 
And then a golden chaplet, 

Will be thy just reward." 



17 



(2/li^ifr)rr)elic, 



OF all the studies herein mentioned Arithme- 
tic is i^erhaps the most valuable in mental 
discipline and is one of the most interestintj to 
teach. 

Begin by teaching the little ones to count and 
make figures. A numeral frame should be 
among the possessions of all school rooms. 
When the pupils have learned to count ten teach 
them the addition, subtraction, multiplication 
and division of numbers up to ten, and so on. 

Many favor separating oral and mental Arith- 
metic, but the most successful work is done by 
teaching the two together. Require the pupils 
to explain in good form all work that is done. 
Give for extra practice problems that are not 
found in the text book and make the work as 
practical as possible. Do not solve problems for 
pupils but give such hints or suggestions as will 
lead them out. 

Let the process precede the rule. Have the 
pupils solve a problem, then apply and learn the 
rule. Fractions should be taught by means of 
objects. Cut an apple or other object into 
halves, then into fourths, showing that it takes 
two-fourths to make a half and so on. 



18 

In teaching denominate numbers get meas- 
ures and show that two pints make a quart, and 
have the pupils measure off feet, yards, etc. 

Thorough drill in the four fundamental prin- 
ciples — Addition, Subtraction, Multiplication 
and Division — will make the necessary founda- 
tion for the other work in Arithmetic. These 
with Fractions and Percentage are most used in 
practical life. 

" A single fact is worth a ship load of argu- 
ment." 

" Life is made up of deeds, great, small, good 
and evil ; then if you would reap the reward of 
a life well spent, begin now to build a character 
so full of good deeds that your life may be a pat- 
tern for those whose lives shall depend upon 
you for light. Self-sacrifice must be the founda- 
tion of such a character." 

" If you want enemies, excel others ; if you 
want friends, let others excel you." 

" The soil, however rich it may be, cannot be 
productive without culture. So the mind 
without cultivation can never produce good 
fruit." 



19 



feleoqpcapW, 



GEOGRAPHY should be taught to beginneis 
by taking them out into the open air, 
pointing out hills, valleys, streams, the points 
of the compass, etc. Teach them the Geogra- 
phy of the country surrounding them, then by 
means of this knowledge broaden into things 
larger. A moulding board composed of a pan 
of clay will be very helpful. Have the children 
make hills, valleys, lakes, islands and capes. 
Water can be put in for lakes and streams. 

No school room should be without a globe and 
some good maps. Have the children draw maps. 
This will aid in remembering the outline of 
countries and parts thereof. 

When a place is located call out a description 
of it, and whatever of historical interest there 
may be connected with it. In this way associ- 
ate History and Geography, and description 
and location. To many pupils Europe is only 
a certain spot on a certain map. They have no 
idea of its size and of its importance in the 
world's history. 

Pupils should be thoroughly acquainted with 
the Geography of their own State. 



20 

The greatest depth of the Atlantic is 27,366 
feet. 

The world has had 66,627,842,237,075,266 in- 
habitants since the beginning of time. 

The population of America increases by seven 
thousand persons a day. 

The human family is subject to forty-four 
principle forms of government. 

" True happiiiess is to no place confined, 
But still is found in a contented mind." 



' Press on ! our life is not a dream — 
Though often such its mazes seem, 
We were not born to live at ease — 
Ourselves alone to aid and please ; 
To each a daily task is given, 
A labor that shall fit for Heaven. 
When duty calls, let love grow warm. 
Amid the sunshine or the storm ; 
With faith, life's trials boldly breast. 
Then come a conqueror to thy rest." 



p 



21 



isior^ 



MANY make the mistake m teaching History 
of requiring every date in the text book to 
be committed and a minute description of 
battles. In the effort to do this the pupil loses 
sight of the causes and results. 

The first lessons in History should be in the 
form of narratives, thus inspiring the students 
with interest. Some hold that the study of 
History should begin with oral lessons in bio- 
graphical sketches. 

Aim to impress upon your pupils the leading 
events, causes and results, and make them famil- 
iar with historic centers. 

History is most successfully taught by topics. 
The teacher should be familiar with the history 
of the State, county and locality in which he is 
teaching, and teach it to his pupils. There are 
many points of local history which they should 
know ; the first settlement in their State, when 
the State was admitted into the Union, what 
battles, if any were fought in the State, and 
what men of the State have made themselves 
noteworthy in history. 

In teaching History have your students intel- 
ligent on current topics and the history of 



22 

inventions and railroads. Take time to have 
them learn something of the Constitution of the 
United States ; how the President and other 
officers are elected ; how the laws are made and 
the country governed. 

Histories make men wise ; poets, witty ; the 
mathematics, subtle ; natural philosophy, deep ; 
moral, grave; logic and rhetoric, able to 
contend. — (Bacon. ) 

Westward the course of empire takes its way ' 

The four first acts already past, 
A fifth shall close the drama with the clay ; 

Times noblest oflispring is the last. 

(Bishop Berkeley.) 

" Time belongs to God, opportunity to man.' ' 

" Defer not till the evening what the morning 
may accomplish." 

"To live in hearts we leave behind is not to 
die." 

" Live up to the best that is in you." 



er)ir)(2[r)sr)ip. 



THIS perhaps is one of the hardest of all the 
various things you try to teach the little 
ones if you allow them to use ink and pen. 
The ink is conspicuous on books, desk, floor, 
face and seemingly everywhere. Begin with 
pencils, (slate or lead) but do not allow short 
pencils to be used. It is due to short pencils 
that many write a cramped hand. You will 
find that the children take a great delight in writ- 
ing on the blackboards. Do not restrain them 
for it is a good practice for your advanced 
pupils as well as the smaller ones. It gives 
freedom, of movement in writing. Do not 
teach the principles of writing until the child 
has learned to form the letters. 

Eequire often specimens of writing, so that 
you and the pupil can see what improvement is 
made from time to time. 



" When we aim at a high standard (even) if 
we do not attain it, we shall secure a high degree 
of excellence." 



24 



j©)p0:wir)0, 



^ ^ TT is now understood," says John D. Phil- 

-L brick, "by well informed persons that 
drawing is an essential branch of education, and 
that it should be taught to every child who is 
taught the three E's." 

It was a custom of many of our teachers years 
ago to place on their catalogues of crimes 
picture drawing. True some of the pictures 
were very ludicrous and caused much disturb- 
ance. But the little ones will sit quiet and 
busy for several minutes over the drawing of a 
picture and they should be encouraged, for " Evil 
thoughts intrude in an unemployed mind as 
naturally as worms are generated in a stagnant 
pool." 

Put a book, apple or other object on the table 
or desk and put the little ones to drawing it 
or give them simple pictures to reproduce. It 
will be a good occupation for them and at the 
same time be training the hand and eye. 

The Kindergarten system of beginning by 
having the little ones first mould from clay the 
objects, then draw them, is perhaps the most 
successful method. 



Text books or blanks should be used by the 
more advanced jmpils. 

Drawing has a refining influence by cultiva- 
ting the taste, and it improves the morals by 
exciting a love for the beautiful. 

(John W. Dickinson.) 

Commercially speaking, the power to draw 
well is worth more in the market to-day than 
anything else taught in the public schools. 

(Walter Smith.) 

. This love of beauty is taste. 
The creation of beauty is art. — (Emerson.) 

The whole number of stars known to Astrono- 
mers at present is 10,000. 

The pure gold in gold coins of the United 
States is worth the face value of the coin. 

The term hand, used in measuring horses' 
means^four inches. 

Of the public school teachers in the United 
States, more than sixty-five per cent, are 
women. 



^0cal ^ 



USIC. 

(( r\F all the fine arts, the most valuable and 

^ influential is Music," says Bain. Al- 
though the singing of the little ones can not be 
classed as a fine art, there is no sweeter music. 

Perhaps the most successful way of teaching 
children to sing is by rote. If the teacher can 
not sing put the singing in charge of one of the 
older pupils. All schools should be taught to 
sing well as a body. Do not allow one or two 
good voices to drown the whole school. Many 
voices are injured by singing too high and too 
loud. Pay especial attention to this and see 
that each child sings the part his voice is de- 
signed by nature to sing. It is said that both 
girls' and boys' voices undergo a change between 
the ages of thirteen and sixteen, and at this 
critical period care should be taken to avoid 
straining the voices. 

Give exercises in articulation and breathing. 
Especially will they require drill in articula- 
tion of the consonants. 

Little children will enjoy learning motion 
songs. 

Music hath charms to soothe the savage 

breast, 
To soften rocks, or bend a knotted oak. 

(William Congeeve.) 



27 

When music, heavenly maid, was young, 
While yet in early Greece she sung. 

(William Collins.) 

The man that hath no music in himself, 
Nor is not moved with concord of sweet 

sounds. 
Is fit for treasons, stratagems, and spoils ; 
The motions of his spirit are dull as night, 
And his affections dark as Erebus, 
Let no such man be trusted. 

(Shakespeare.) 

There is music wherever there is harmony, 
order or proportion ; and thus far we may main- 
tain the music of the spheres. 

(Sir Thomas Browne.) 

About 1,158,000 colored children are taught in 
schools by 20,000 colored teachers. 

The Negroes of this country are said to own 
property amounting to over $263,000,000. 

Negroes fought in Eevolutionary War, War of 
1812 and Civil War. 

Kansas has seven newspapers edited and pub- 
lished by Negroes. 



28 



Famoa^ WoM? from Famous Men. 



Liberty and Union, now and forever, one 
and inseparable. — (Webster.) 

The way to resumption is to resume. 

(Salmon P. Chase.) 

Be sure you are right and then go ahead. 

(Crockett's Motto in War of 1812.) 

I propose to fight it out on this line if it takes 
me all summer. — (U. S. Grant.) 

I know not what course others may take, but 
as for me, give me liberty or give me death! 

(Patrick Henry.) 

The ability to define our thoughts and to 
express them in a clear and orderly manner, 
may be taken as a practical test of an intel- 
lectual education. — (Currie.) 



21) 

"Sow good services; sweet remembrances 
will grow from them." 

We are swinging round the circle. 

(Andrew Johnson.) 

Every man meets his Waterloo at last, 

(Wendell Phillips.) 

A mugwump is a person educated beyond his 
intellect. — (Horace Porter.) 

There are no points of the compass on the 
chart of true patriotism. — (Kobt. C. Winthrop.) 

Our Constitution is in actual operation ; every- 
thing appears to promise that it will last; but 
in this world nothing is certain but death and 
tax. — (Benjamin Franklin.) 

It is a condition that confronts us — not a 
theory. — (Grover Cleveland.) 

The compact which exists between the North 
and the South is a covenant with death and 
an agreement with hell. — (Garrison.) 

Reason's whole pleasure, all the joys]of sense, 
Lie in three words, — health, peace and compe- 
tence. — (Pope.) 

One thorn of experience is worth a whole 
wilderness of warning. — (Lowell.) 



30 

In giving freedom to the slave we assure 
freedom to the free, honorable alike in M^hat 
we give and what we preserve. — (Lincoln.) 

As long as I prayed on my knees I got no an- 
swer to my prayers, but when I prayed with 
my heels my freedom was soon obtained. 

(Feederick Douglass.) 

Hold the fort ! I am coming ! 

(William T. Sherman.) 

Millions for defense, but not one cent for 
tribute.— (Charles C Pickney.) 

We have met the enemy and they are ours. 
(Oliver H. Perry in War of 1812.) 

True politeness is perfect ease and freedom. 
It simply consists in treating others just as you 
love to be treated yourself. 

(Lord Chesterfield.) 

A beautiful behavior is the finest of fine arts. 

(Emerson.) 

Cheerfulness banishes all anxious care and 
discontent, soothes and composes the passions, 
and keeps the soul in perpetual calm. 

(Addison.) 

Knowledge and timber shouldn't be much 
used till they are seasoned. — (Holmes.) 



31 

Our doubts are traitors, 
And make us lose the good we oft might win 
By fearing to attempt.— (Shakespeare.) 

Not the fee-simple oi all Jamaica could influ- 
ence me to part with my integrity. 

(William Moultrie.) 

" Constant occupation prevents temptation." ^ 

I would rather be riglit than be President. 

(Henry Clay.) 

Don't give up the ship. — (Jas. Lawrence.) 

I only regret that I have but one life to give 
to my country. — (Capt. Nathan Hale.) 

The Negro population of the United States is 
about eight million. 

There are between 5,000 and 10,000 inventions 
in the Patent Office at Washington sent in by 
Afro- Americans. 

Know, then, thyself, presume not God to scan • 
The proper study of mankind is man. — (Pope.) 

He wiio knows most, grieves most for wasted 
time. — (Dante.) 

No less than 247 Negroes have gone to Europe 
to study foreign languages and science. 



32 

rpHE 

THE Colored Teachers' Agency is here 
to stay. Though still compara- 
tively young it is not a weakling. That 
the Agency publishes this volume — 
' ' The Teachers' Hand Book ' ' — and sends 
it broadcast over the country as a free-will 
offering upon the altar of educational 
progress, is but one of several arguments 
to prove the permanency of the enter- 
prise. The numerous testimonials scat- 
tered through these pages, and many 
more which might have been inserted, 
speak for themselves of the standing and 
confidence which we enjoy. Teachers 
scattered in almost every State have had 
personal correspondence with us, and 
they form an ever-increasing circle of 
the Agency's constituents. 

But we shall not be content with our 
present attainments. Our purpose is to 
continue the enlargement of this work 



33 

There is a wide field of usefulness for the 
Colored Teachers' Agency which you have es- 
tablished and I gladly recommend you to the 
confidence and patronage of both school oflicers 
who are seeking good teachers and to good 
teachers who are desirous of situations. My 
personal knowledge of your integrity, educa- 
tional qualifications and business experience 
justifies me in doing this. 

REV. E. M. CRAVATH, D. D., 
Pre!<. of Flsk Univ., Nashville, Tenn. 

. I think you have undertaken a laudable 
enterprise. 

Dr. J. BRADEN, 

Pres. Central Tenn. College, Nashville, Tenn. 

The enterprise is endorsed by Hon. Frederick 
Douglass who knows a good thing when he sees 
it — and the press generally. Mr. Calloway is a 
reliable gentleman and when he undertakes 
anything he generally succeeds with it. He 
was at one time the AVashington correspondent 
of the Plaindealer at Detroit, and contributed a 
series of readable articles on the public schools 
of the South. He is just the man for the work. 
Washington News Syndicate. 

There certainly seems to be a legitimate field 
for the Agency's operations. 

REy. FRANK G. WQODWORTH, D. D., 

Pres. Tougaloo Univ., Tougaloo, Mis.s. 

I think very well of your plan and shall 1 e 
glad to further it. 

REV. A. OWEN, D. D., 

Pres. Roger Williams Unlr., Nashville, Tenn. 



34 

until there shall not be in this whole land 
a school without the best available 
teachers, or a worthy teacher without 
the best and most remunerative work to 
be had. The field is large and the labor 
necessary to look after individual cases 
thus scattered requires constant and dis- 
criminating attention, but it is a labor 
of love, a devotion to duty. While 
the agencj^ is not a Missionary work, 
strictly speaking, but a business enter- 
prise, we believe it has its mission. In- 
deed there is no greater civil izer than 
business enterprise conducted on Christ- 
ian principles. ' ' Do unto others as you 
would they should do unto you, ' ' must 
be as strictly the corner-stone of business 
as of Christianit}^ 



There is no reason why such an agency should 

not be a success under the management of Mr. 

Calloway, in fact, his name at the head of tlie 

Agency is a guarantee of good faith and success. 

Detroit Plaindealer. 

I think the enterprise in which you have en- 
gaged has a wide and open field before it. 

MORRISON A. HOLMES, 
Prin. of A eery Normal Inst., Charleston, S. C. 

Schools and school teaching have made such 
advancement among our colored people of the 
United States that discrimination needs now to 
be carefully made in the matter of locating 
teachers among them. Thoroughness in methods 
of instruction, with efficiency and tact, are to 
be specially considered ; and these are often de- 
termined by the wise and fortunate situation of 
the teacher. I have therefore to congratulate 
you upon the establishment of the Colored 
Teachers' Agency and to express the hope that 
you may thereby accomplish large service for the 
people whose education you would promote. 
HON. JOHN M. LANGSTON. 

Teachers' agencies supply a want for our edu- 
cational system. But in the sections of the 
country where such agencies most flourish, 
comparatively few colored teachers are needed 
and there evidently is room for such an entei- 
prise as yours. I expect to have occasion to 
direct some of our best colored students to your 
Agency. PROF. L. V. DODGE, 

Acting Fres. of Berea College, Berea, Ky. 



36 



fb^fl 



sr: 



THE manner in which we do this work 
is very simple. School officers who 
apply for teachers are furnished a blank 
upon which they are requested to state 
the essential qualifications necessary to 
fill the position they offer. Teachers 
who apply to us for positions are re- 
quired to fill out a registration blank 
containing questions which test the can- 
didate's fitness. In addition each teacher 
is required to give at least four refer- 
ences of persons of standing ' ' Who can 
speak intelligently of his school work, 
educational advantages and moral char- 
acter. ' ' Thus with the qualifications nec- 
essary to fill the position and the qualifi- 
cations of the teachers before us, we 
simply by using discretion combine the 
two with satisfaction to all. When we 
have calls for teachers not registered 
with us or for positions which we have 
not been called upon to fill, we go to 
work and look up the teacher or position. 



37 

It strikes me that much good can be accom- 
plished through such an Agency. 

HON. JOHN R. LYNCH, 

Fourth Auditor U. S. Treasury. 

You have certainly undertaken an important 
work. Dr. D. J. SATTERFIELD, 

Prin. of Scotia JSem., Concord, N. C. 

By reason of my intimate knowledge of the 
business ability and fidelity of Mr. Thos. J. 
Calloway, manager of the Colored Teachers' 
Agency, Washington, i ). C, I have no hesitation 
in endorsing the Agency, and to express my 
belief that many teachers can be helped by- 
putting themselves in the hands of this Agency. 
^PROF. BOOKER T. WASHINGTON, 
Prin. of Tuskegee Institute, Tuskegee, Ala. 

I believe the agency will have a tendency to 
inaugurate a system over the country for im- 
proving the grade of teachers in our public 
schools. HON. E. P. McCABE, 

Ex-County Treasurer, Logan Co., Guthrie, 0. T. 

I think there is a pressing need for The Col- 
ored Teachers' Agency. 

PROF. J. W. CROMWELL, 

Prin. of Garnett School, Washington, 1). C. 

Such an organization is a most commendable 
one, and those engaged in it can be of great 
service to our educators as well as communities 
and high grade institutions which desire com- 
petent instructors. STAR OF ZION. 



^0 8cl)0©l 0ff^ 



1C0PS. 



To the Boards of Directors, Trustees, 
County Superintendents, City Su- 
perintendents, Principals and Presidents 
of our schools we extend a cordial invita- 
tion to write to the Agency when in need 
of teachers. The greatness of the Coun- 
try's area, the lack of a medium of com- 
munication, etc., have made it very 
difficult for these officers to obtain the 
best teachers. The sad spectacle of 
unqualified and unworthy teachers draw- 
ing the public funds, and occupying but 
not filling responsible positions, need not 
now be so frequent. It takes but a pos- 
tal card or brief letter to secure our 
assistance. 

Questions along any line answered 
w4th pleasure. 



39 

We consider The Colored Teachers' Agency, 
established by Mr. Thos. J. Calloway, a thor- 
oughly competent man, as a very important and 
necessary institution. NEW YORK AGE. 

Your enterprise is novel and no less impera- 
tive just at this stage of the progress of our 
work of education. It is my opinion that such 
an endeavor will make more definite and effi- 
cient the work of instruction in our public 
schools as well as in our seminaries, colleges 
and universities. 

I take great pleasure therefore in giving the 
Colored Teachers' Agency my hearty endorse- 
ment. REV. J. C. PRICE, D. D., 
Pres. of Livingstone College, Salisbury, N. C. 

The latest addition in enterprise is the Col- 
ored Teachers' Agency, designed to supply 
teachers for schools and secure positions for 
teachers. Mr. Thos. J. Calloway is well adapted 
to the work as he is himself a college graduate 
and a teacher of some experience. He has 
given very close study to educational questions, 
and has made a tour of personal inspection to 
most of our principal colleges, academies and 
seminaries. The Agency is certain to meet an 
actual emergency as it affects the teaching sys- 
tem in our schools. E. L. THORNTON, 

In New York Age. 

I believe there is a place for the Colored 
Teachers' Agency. 

REV. D. J. SANDERS, D. D., 

Pres. Piddle Univ., Charlotte, N. C. 



w^ 



f O f ( 



40 

'0 ^peacr)eps. 

E do not insure a position for every 
person who applies to us. There 
are numerous candidates for teachers' sal- 
ary who have not taken the pains to pre- 
pare themselves to teach. That some of 
this class should seek our help is but nat- 
ural. We do say that we have more appli- 
cations for teachers than we can fill. This 
happens because we do not recommend 
any teachers concerning whose qualifica- 
tions we are in doubt. If a teacher is 
satisfied that he can teach and has pre- 
served a good moral standing, he need 
not have much doubt of securing work 
through this Agency. There are those 
who have been teaching for years with- 
out increase of salary and feel justly 
that they should have an increased in- 
come. All such we advise to register 
with us, and secure the assistance of the 
Agency. Very respectfully, 

ThOS. J. CAI.I.OWAY, 

1732 V street, Ma7iager. 

Washington, D. C. 



41 

It is a long felt need. I shall file your letter, 
and when in need of instructors will write you. 
PROF. C. L. PURGE, 
Pres. Selnia Univ., Selma, Ala. 

I am very glad to know that you have put 
your hand to the highly useful and responsible 
work of supplying schools with competent 
teachers. I know of no one better qualified for 
this much needed and highly important duty 
than yourself. Your education, experience and 
knowledge of the wants of our people will be of 
much value in the conduct of your Agency. 
I think Washington, as the National center, 
will be found to be the right place for your 
most timely enterprise. I am glad yoa give 
me an early opportunity to express my ap- 
proval of your plan, and to wish you success in 
the work you have so wisely undertaken. 

HON. FREDERICK DOUGLASS. 

I thank you for your prompt and valuable 
reply. It enables me to get a happy view of 
your most excellent bureau system. Your man- 
ner of managing the whole work is so complete 
and original as to commend itself at once to 
the judgment of the experienced and intelligent 
teacher. There is nothing just like it. It aims 
to help a class of teachers for whom there has 
never yet been any immediate provision. 
Your bureau is benevolent and generous, and 
the management is so striking and appropriate 
that I intend, whenever called upon for first 
class teachers to fill some vacancy in prospectu 
to make it my business to report to you. 

PROF. B. K. SAMPSON. 



43 



5FPE 
jpa^KEgEE 

IN^TIfHTE 

AT 

TUSKGGGG, 

ALffBAffiA, 



OFFERS 

TO 

EVERY 

WORTHY 

YOUNG 

MAN 

AN 

OPPORTUNITY 

TO 

PREPARE 

HIMSELF 

FOR 

THE 

CHRISTIAN 

MINISTRY 



For^further information, address — 

B. T. WASHINGTON, 

Princii-al, 

TUSKEGEE, ALA. 



44 

FROM THE 



School Histoff of k iep Race, 




f^t^ ^4 



THE SLAVE POETESS. 
(See Opposite Page.) 



45 

FOR THE 

School HistoffofilieNep Race. 

By E. A. Johnson, LL. B., Educator and Attorney-at-Law. 

Gives interesting sketches of the origin of the race, his- 
toiy of slavery in the different Colonies, sketches of the 
lives of Phillis Wheatley (the slave-girl poetess of Massa- 
chusetts), Benjamin Baneka (publisher of the first Amer- 
ican Almanac), Crispus Attucks (the first martyr of the 
Revolution), Thos. Fuller (the Virginia Mathematician), 
and Toussaint L'Overture; statistics of the number of 
colored troops in the various wars, their pay, and treat- 
ment ; statistics of wealth, religion, and education of 
colored people in the States ; also the biographies of such 
race men as Douglass, Bnice, Lynch, Price, Payne, Turner, 
Langston, Greener, Elliott, and others. It gives the race 
credit for what it has done and is doing. It teaches race 
pride and self-respect. No white history gives these facts— 
they completely ignore us. 

Well Bound. Price, $1.00 Only. 

The last year I was in Atlanta University I had for a 
time a class in English literature. I tried to gather for 
them from all sorts of sources just what you have so beau- 
tifully compiled. The race must be greatly indebted to 
you for your philanthropic Avork. 

MARY T. CHASE, 
Recently teacher of English Literature Atlanta University. 

The book deserves higher praise than I can express. 
A. W. FARHAM, 
Principal Orange Park Normal School. 

Rev. P. A. Scott, Maiden, West Virginia, sold 76 in 2% 
hours, and writes : " It sells like hot cakes." 

Agents Wanted Everywhere. Large Commissions. 

Address, E. A. JOHNSON, 

116 W. South Street, Raleigh, N. C. 



46 



0WUvA Miimtxmt M 



DENTAL 
AND PHARMACEUTICAL 
DEPARTMENTS 



Will Open Oct. ist and continue until April 1st. 



THIS SCHOOL 

OFFERS 

SPECIAL ADVANTAGES 

TO STUDENTS. 



B^OR OIROUIvARS ADDRB5SS: 

C. B. PURVIS, III. D., 

SECRETARY, 
1118 13th STREET, N. W. WASHINGTON, D. C. 



47 



The Mo^neachable Boo\g 



GREENLEAF'S NEW 

INDUCTIVE ARITHMETIC. 

SOUTHWORTH & GODDARD'S 
LANGUAGE, COMPOSITION 
i AND GRAMMAR. i 

If ~ if 

I ] GILBERT'S SCHOOL ^ 



STUDIES IN WORDS. 



BRANDS' PHYSIOLOGIES. 



THE STUDENTS' SERIES 

OF ENGLISH CLASSIC 



WELLS' MATHEMATICS. 



Gataloyue or PHce-List Mailed on Application. 

LEi\dH, ^HEWELL \ ^AWBOJ^H, 

• NEW YORK . BOSTON • CHICAGO • 



48 



HOWARD DHIYERSITY, 

WASHINGTON, D. C. 



FACULTY. 

Rev. J. E. Rankin, D. D., LL. D., President; also Profes- 
sor of Moral Philosophy and Christian Evidences. 

Rev. John L. Ewell, Dean of Theological Department, 
and Professor of Ecclesiastical History and Hebrew. 

Thomas B. Hood, M. D., Dean of Medical Department, 
and Professor of Principles and Practice of Medicine. 

B. F. Leighton, LL. D., Dean of Law Department, and 
Lecturer on Real Property, Contracts and Commercial 
Law. 

F. W. Fairfield, D. D., Dean of College, and Professor of 
Greek and Political Economy. 

George J. Cummings, A. M., Principal of Preparatory De- 
partment and Professor of Preparatory Studies. 

George Wm. Cook, A. M., Principal of Normal and 
Industrial Departments. 



OBJECT. 

This University ^vas founded by Gen. O. O. Howard for 
all peoples under the sun. Tt lias among its pupils Asiatics, 
West Indians. North American Indians, Anglo-Saxons and 
Afro- Americans. It welcomes all such to-day. 

DEPARTMENTS. 

It has seven distinct Departments, under forty compe- 
tent Professors and Instructors: Theological, Medical, 
Legal, College, Preparatory, Mormaland Industrial. 

EXPENSES. 

There is no charge for tuition in the Theological, College, 
Preparatory, Normal and Industrial Departments. Stu- 
dents in these Departments are charged for room-rent, 
and, if they hoard in Miner Hall, $8 per month for board. 



49 

METHODS OF INSTRUCTION. 

The Instructors aim to give the bcstius^truction in the 
most attractive Avay ; through text-books, lectures, drills 
on the black-board, and exercises in writing and speaking. 

DISCIPLINE. 

The discipline is careful and strict, but pareutal and 
Christian in spirit. 

RELIGIOUS EXERCISES. 

Daily Chapel exercises are held at 12 m. Preaching in 
the Chapel, Sunday, at 5 o'clock f. m. Bible study at 

9 A. M. 

LIBRARY AND READING-ROOM. 

Students have the use of the College and Theological 
Libraries and a well-furnished Reading-Room. 

LOCATION. 

This is the most eligible in all the region. The site is 
on high ground, healthy, and Avith a commanding view 
of the Capitol, Washington Monument, the White House, 
Arlington and the distant Potomac. 

ENLARGEMENT. 

The Trustees confidently expect, year by year, to enlarge 
all Departments of lustructiois to keep "pace Avith the 
improvement in modern methods, and to afford as good 
facilities as any similar institution in the country. 

CHRISTIAN 
BUT UNDENOMINATIONAL. 

This institution is always emphatically Christian. Its 
Instructors believe in Christianity as the only basis of true 
culture ; but pupils here are given no denominational 
bias. 

SELF-HELP. 

Nearly all the students are able in Washington Citv to 
do something for self-help. The Government Depart- 
ments, Hotels and Boarding Houses and Private Families 
are constantly seeking for faithful service from the Uni- 
versity. 

For Catalogues, address— 

The President, 

Howard rMvioi.snv, Washington, D. C. 



SCOTII 
SEMINIRY 



50 

^^^ HIGH 



SCHOOL 
FOR 

COLORED 
GIRLS 



CONCORD, N. C. 

Incarparated undsr the la^ws of tliE Stats in 
1370, DpErating under ttLB Bnard far Fraed- 
men of the NartliBrn PrEsbytETian CliurGh. 

Present Enrollment. 

IS TES.CHERS. 233 STUDENTS. 



Spsaial attention given to ths Training at 
TsacliBrs and to Industrial- Work. 

Two large 'hTick buildings, heatEd v/ith steam 
and ligtitEd -wzitli ElEctricity, 

For farther information apply to 

D. J. SATTERFIELD, D. D., PRESIDENT, 

CaNCDRn, N. c. 



51 



iiig) fiall 



WASHINGTON, D. C. 



A THEOLOGICAL IN- 
STITUTION FOR THE 
PREPARATION OF 
CANDIDATES FOR 
THE MINISTRY OF 



The ppofce^fcanfc Episcopal dgui^ch. 



• • SITUATED AT THE CAPITAL OF THE 
NATION, AND IN FRIENDLY ALLIANCE 
WITH HOWARD UNIVERSITY, IT ENJOYS 
THE INVALUABLE LITERARY and other 
ADVANTAGES OF SUCH LOCATION • • 



The course of study embraces the great branches of 
theological learning taught at the older and larger 
seminaries of the land, with unusual facilities for obser- 
vation of and training in practical church work and 
methods. 

Furnished Rooms and Tuition, Free. 

Scholarships covering other necessary expenses provided 
for students needing such aid. 

For further information address— 

The Rev. WILLIAM V. TUNNELL, A. M., S. T. B., 

Warden. 
King Hall, 2420 Sixth Street, N. W., 
Washington, D. C. 



52 



Wanted « Teacher^ 



i6 

To 



Sell 



The 



°"'- I Black 

Royal f 

Book, Phalanx" 



JT IS A HISTORY of the Negro Soldiers, and gives a 
full account of their services in fighting for freedom 
and the Union, from the Revolution to the present 
time. SPLENDID PICTURES of the Negro Troops. All 
say it is the grandest book ever written. Piles of money 
to be made selling it, for everybody wants it. Tou Can 
Make Money. Your spare time only required. Don't 
wait, but take hold now and help the grand work along. 
People make money by accepting opportunities. Our offer 
is a Big Opportunity. Don't miss it. Don't fail to 
send at once for circulars and see our Liiberal Terms 
to Agents. 

Address— 

AMERICAN PUBLISHING COMPANY, 
Hartford, Ct.; Boston, Cincinnati or St. Louis. 
{Mention this book.) 



53 



A Voice from tje ^outL 

BY 

MRS. A. J. COOPER, 

Prof, of Latin and Literature, Washington City High School. 



PRONOUNCED 

" THE BEST BOOK" EVER WRITTEN BY A NEGRO, 

By many who have read it. 

Bound in Linen Cloth, Gilt Top, 304 pages, $1.25 

Per Book. 



SEND ORDERS TO 

COLORED TEACHERS' AGENCY, 

1732 V STREET, WASHINGTON, D. C. 



Enclose five two-cent stamps for postage. 



54 

PENSIONS! BOUNTIES! 
IL. W. PULIES, 

(Ex-U. S. Examiner of Pensions,) 

SOLICITOR OF CLAIMS AND PATENTS. Advice Fbee. 

Correspondence Invited. Agents Wanted. 

Office, Room 6, 609 F Street, N. W., 

Lock Box 445. Washington, D. C. 



W. 



L. HOUSTON, ATTOBNEY-AT-LAW, 

A20 Fifth Street, N. W., 
Washington, D. C. 



All Legal Business Attended to with Promptness and Care 

Real Estate Investments a Specialty. 

Correspondence Solicited. 



E. 



MOI.YNEAUX HEWIiETT, 

ATTORNEY AND COUNSELLOR AT LAW, 
503>^ D Street, N. W., Rooms 1 and 2, 
Washington, D. C. 



Practices also in all the Virginia Courts, and Supreme 
Court U. S., Coiu-t of Claims, and Departments. 



M 



ME. HOUSTON'S HAIK KESTOKEK. 



Acknov\rledged to be the Best Preparation Made for 
the Hair. Recommended by the Leading Ladies of 
Society. Imparts New Life to the Hair, resulting in a 
Luxuriant Growth. PreventsJBaldness. Price $1 per 
Bottle, sent to any part of the United States. 



BRAIDS, BANGS AND ALL KINDS OF HAIR WORK 
MADE ACCORDING TO ORDER at this establishment . 

Address MME. T. J. HOUSTON, Proprietress, 
No. 1607 19th Street, N. W., Washington, D. C. 



CENTRAL Tennessee 

• COLLEGE • 

FORTY PROFESSORS AND TEACHERS. 

LAST YEAR, 676 STUDENTS. 

*His SCHOOL is under the care of the Freed- 
men's Aid and Southern Education Society 
of the Methodist Episcopal Church. It is 
the design of its founders to furnish the means 
of a Hberal Christian education at reasonable 
rates. It has the following departments : Col- 
lege, Preparatory, Normal, English, Theological, 
Medical, Dental, Pharmaceutical, Musical and 
Industrial. In the latter are blacksmithing, 
printing, carpentry, tin-work, sewing, dress- 
making, mechanical engineering and stenogra- 
phy. 

Expenses in Literary Department per school month 
of four weeks, including board, tuition, etc 110 00 

Tuition in Medical, Dental, Pharmaceutical, and Law 
Departments, school year 30 00 

Incidental and Hospital fees from $8 00 to 10 00 

Graduating Fee 10 00 

Tuition in Theological Department, Free. 

For furtlier information, or catalogues, 
address the President, 

REIT. J. BRADEKT, 

Nashville, Tenn. 



56 

BIDDLE UNIVERSITY, 

was founded by the Northern Presbyterian Church for 
the education of voung colored men. The University has 
FOUR DEPARTMENTS. Preparatory, Collegiate, 
Theological and Industrial. The Preparatory and 
Collegiate Departments have each two courses of study 
Classical and Scientific The Scientific substituting the 
German for either the Greek or Latin classics. Tuition 
IS free. Good Boarding with furnished room, light 
and fuel can be had for $8.00 per month in the Hall 
which is presided over by one of the Professors, assisted 
by his wife. The School Year begins the first Wednesday 
of October, and closes the first Wednesday of June, an- 
nually. Students may be admitted to classes by examina- 
tion at the beginning of the winter or Spring term. For 
further information or Catalogues, address 

Rev. D. J. SANDERS, D. D., President 

Biddle University, Charlotte, N. C. 

FACULTY. 

Theological Department.— Rev. D. J. Sanders, D. D., 
President and Professor of Biblical and Ecclesiastical His- 
tory and Church Government ; Rev. A. P. Bissell, D. D. 
Ph. D., Professor of Hebrew and Greek Exegesis ; Rev. H. 
C. Mabry, D. D., Professor of Systematic Theology and 
Homiletics ; Rev. W. M. Hargrave, D. D., Professor of 
Christian Evidences and Pastoral Theology ; Rev. A. U. 
Frierson, A. M., Assistant Professor of Greek Exegesis. 

College Department.— Rev. D. J. Sanders, D. D., 
President and Professor of History ; Rev. A. U. Frierson, 
A. M,, Professor of Greek ; Rev. H. C. Mabry, D. D., Pro- 
fessor of English Literature : Rev. W. M. Hargrave, D. D., 
Professor of Mental and Moral Science, and the Evidences 
of Christianity ; Prof, Geo. E. Davis, A. M., Professor of 
Natural Science and Latin ; Prof. S. B. Pride, A. B., Pro- 
fessor of Mathematics and Asst. in Latin. 

Preparatory Department. — Rev. D. J. Sanders, D. 
D., President; Rev. Wm. F. Brooks, D. D., Principal and 
Professor ; Prof. J. D. Martin, A. B., Asst. Professor. 

Home Department.— Rev. George Carson, Supt. of 
Home, and College Pastor. 

Industrial Department.— H. A. Hunt, A. B., Super- 
intendent, 



♦ nirr^\/ Family t 



EVERY 



Student ♦ 
School 
brary 



I Every Parson who Reads or Writes ♦ 

X SHOULD OWN ^ 

I THE NEW WEBSTER I 

I 

♦ 

X 

t 
t 

A NEW BOOK FROM COVER TO COVER, ♦ 
Successor of the "UNABRIDGED," 
Fully Abreast of the Times. 




I 



♦ Ten years spent in revising, 100 editors em- ♦ 
^ ployed, over $300,000 expended. ♦ 



: 



4 Sold by all Booksellers. 

% G. & C. MERRIAM CO., Publishers, ^ 

♦ Springfield, Mass., U. S. A. ♦ 

♦ JSSS'Bo not buy reprints cf obsolete editions. ♦ 

♦ 4S"Send for free pamphlet containing spec- ♦ 

♦ imen pages, testimonials, and full particulars. ^ 



58 



TH[ GREAT RACE BOOKS 



The Afro- American ^^ ^- Garland penn. 
600 Pages. 
Press and Its lOO Portraits, 

T3^^i*^^^ Cloth, $2.00 

Hattors, Morrocco Gilt, $3.75 



By 
Africa and Alex. Crummell, d. d. 

With Portrait. 

America, ^66 Pages. 

Cloth, $1.75 



Our Baptist Miw- ^^ ^- W- PEorEs, Ph. d. 

640 Pages, 
isters and lOO Portraits and 

Pictures. 
Schools, Cloth, $2.00 



AGENTS WANTED 

WILLEY & CO., PDWishers, 

195, 197 State Street, SPRINGFIELD, MASS. 



59 

FisK Unive rsity. 

FiSK University has in successful operation the follow- 
ing departments : 

I. The Comjion English, which has been maintained 

to meet a continued need on the part of many of 

the patrons of the University. 

n. The Normal, Avhich has a course of study extending 

over four years, beginning with Latin and Algebra. 

III. The College Pueparatoky, which has a course of 

study extending over three years, beginning with 
Latin and Algebra, and re(iuiring two years of 
Greek. 

IV. The College, which has a four years' course of study 

additional to that provided in the College Prepar- 
atory course. 
V. Department of Music, with an extended course both 
in instrumental music and voice culture. There 
are 150 pupils in this Department. In addition, 
vocal music is taught throughout all the courses of 
study. The Mozart Society studies and renders the 
Classics in music. 
Vr. Industrial. Printing and Carpentry are taught to 
young men. The young women are instructed in 
Nursing, Cooking, Sewing, and Printing. 
VII. Theological. For the use of this Department a 
beautiful building has been erected by the Ameri- 
can Missionary Association. The course of study 
extends over three years. Ex cellent advantages are 
offered for the study of Theology. 
The University has a campus of over thirty acres, with 
buildings and other appliances for its educational work, 
which could not be replaced for 9300,000. Number of stu- 
dents, 521. 

The University is without endowment. The annual ex- 
penses, above the small income from students, are met by 
voluntary contributions, made directly to the University, 
or through the American Missionary Association, which 
founded the University and has continually fostered it. 
The Scholastic Year i892-'93 will open September 25th. 
For information address either of the undersigned. 

Rev. E. M. CRAVATH, D. D.. President, 
Rev. E. C. STICKEL, Treasurer. 
Nashville, Tenn., February, 189.3. 



60 

ATLANTA • 

• UNIVERSITY 

' ' ATLANTA, GA. • • 

0FFERS Special advantages in its 
Collegiate and Normal courses. 

The charges in the Collegiate course 
are $12 a month for board and 
tuition, and in the Normal course 
$11.50. 

Four large brick buildings, steam 
heat^ extensive grounds^ elevated 
situation^ one mile from the centre 
of Atlanta. Thirty teachers and 
officers. 

Large opportunities for teaching 
throughout the State^ during the 

vacation. For catalogues apply to 

Pres. HORACE BUMSTEAD, D. D., 

ATLANTA, GA. 



01 

THE 



420 FIFTH STREET, N. W., 

WASHINGTON, D. C. 



HE Law School of Howard University is 
in many respects very favorably situated. 
It is located at the Capital of the Nation, where 
the climate is healthful and salubrious, and the 
expense of living as low as in any other city ; 
where Congress assembles ; the Supreme Court 
of the United States and the Court of Claims, 
with its special jurisdiction, sit ; and where, in 
the various Executive Departments, the Patent 
Laws, the Land Laws and the Pension Laws of 
the United States are administered. Besides 
these special advantages, found nowhere else, 
the Supreme Court of the District of Columbia 
is trying cases, civil and criminal, in accordance 
with the principles of the common law practice 
and procedure, most of the year, and the Equity 
Court holds a term every month, except August. 
The Congressional Law Library of upwards of 
50,000 volumes is open to the public seven hours 
each day, thus furnishing gratuitously to the 
student facilities for investigation and research 
unsurpassed. 

The School is open to all without distinction 
of sex or race. 

For catalogue containing courses, terms, etc. , 
apply to 

JAS. F. BUNDY, Secretary, 

420 Fifth Street, N. W., Washington, D. C. 



62 

TMK CMBAPKST 

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8. Punctuation and Letter Writing 40 

9. Hints and Helps on English Grammar LOO 

The same publications to subscribers to the 
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